Fernando M. Reimers et a].

d. For homework, students reflect on the day’s activities and an—
swer the following questions:

i. What did you learn about yourself and your classmates?

ii. Was what happened realistic? Why or why not?

iii. If you were stranded on the island with your classmates for
six months, would you be concerned? Why or why not?

iv. What did you like about the way the group organized itself?
Why? What didn’t you like about it? Why? How would you
have done things differently?

v. Who assumed leadership? How?

vi. Do you have other reflections about today’s activity? If so,

‘ what are they?

2) The following day, the class will debrief the activity and discuss
the reflection questions, noting uses of power and authority, de—
cision—making processes, leadership, democratic participation (or
lack thereof), destructive tendencies (or lack thereof), and so on.
This activity will be referred to during the rest of the year and can
be revisited every few weeks, with variations. (For example, before
the unit on the women’s movement, set up the same scenario, but
say that only the girls can vote on decisions or lead. Note, though,
that some of these variations can create conflict and will need to be

managed tactfully by the teacher.)

OPTION B

Students will reflect on good and bad classroom experiences and brainstorm
on what could have led to those experiences (e.g., student and teacher char—
acteristics, procedures, processes, etc.). They will discuss and come to an
agreement on the behaviors and norms they want to practice and see prac—

ticed in this year’s classroom.

1) Students will be given selected quotations about citizenship and will

discuss what it means to be a good citizen in a classroom.

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